Assessment development
For over 50 years NFER has been developing tests and other assessments for many sponsors. These tests can be summative or formative and can cover a wide range of topics and are useful for assessing people of all ages. Tests are not only produced on paper, but can also be computerised, giving advantages such as rapid marking, providing feedback and tailoring of the test questions.
We are a leading developer of National Curriculum tests under contract to the Qualifications and Curriculum Development Agency (QCDA). We are also commissioned by other bodies to develop a wide range of ability and attainment tests. We have developed tests such as the Driving Theory test, and instruments for occupational use such as work satisfaction or motivation measures. We have recently developed a range of e-assessment ‘challenges’ at Key Stage 1 and 2 for NFER formative assessment service.
Why test?
Some key purposes of the summative or formative assessment that we have developed for use in schools are:
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to provide opportunities for diagnosis of areas of learning that require further development
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to provide performance data on candidates to allow monitoring of progress
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to provide value-added data
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to provide information for pupil selection
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to inform professional development and training for teachers.
Types of assessment
More information regarding types of assessment:
Assessment development
There are four main types of test development:
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Test Trialling
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Test Standardisation
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Level Setting
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Question Trialling
There is a more detailed description of the test development process on the QCDA web site.
Why ask schools to help?
In order for there to be a range of quality tests suitable for use in all schools we need the help of pupil samples during the development stages of the tests.
More information about how we work with schools is available in our NFER for schools section.
Key areas in assessment development
KS3 science
KS3 tests (year 9, age 14) were introduced in 1993. NFER have developed the Key Stage 3 Science National Tests for 2008 (live tests) and 2009 (optional tests).
On 14th October 2008, Schools Secretary Ed Balls announced that the Government was ending the requirement for schools to run national tests for 14 year olds in English, Maths and Science with immediate effect. Ed Balls also stated:
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that pupils will be assessed through ongoing teacher assessment throughout key stage 3, with regular real-time reports to parents;
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teacher assessments at 14 will continue, as now, to be published at the national and local authority level;
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that national-level sampling for Key Stage 3 will be developed so that standards at age 14 across the education system as a whole can be monitored.
More information about the Expert Group on Assessment is available on the DCSF web site.
KS2 science
KS2 tests (year 6, age 11) were introduced in 1995. DRAM have developed the Key Stage 2 Science National Tests from 2000 to 2010.
In May 2009 the government abolished science national tests for Key Stage 2 children. May 2010 will be the final year KS2 pupils will take ‘live’ tests in science. The Expert Group on assessment recommended Key Stage 2 science tests should be discontinued; science at Key Stage 2 should be assessed through teacher assessment; and assessment tasks should be developed for science.
KS2 English
KS2 tests (year 6, age 11) were introduced in 1995. DRAM researchers have developed the Key Stage 2 English national curriculum tests since this time. The English tests assess pupils working from levels 3 to 5 in the eight-level scale of the national curriculum. New tests are produced each year. The reading test consists of a series of thematically-linked texts and a separate set of questions, most of which require pupils to construct their own answers. The writing test model was revised in 2003. Pupils produce responses to two prompts: for one task they have 45 minutes and for one, leading to a shorter piece of writing, pupils have 20 minutes. There is also a separate spelling test. Tests are externally marked. Pupils are awarded separate levels for reading and for writing, and their scores are aggregated to give an overall level for English.
Single level tests
Single level tests are part of the Making Good Progress pilot. They were, initially, designed to support the pilot by trialling ways in which pupils’ progress could be assessed and monitored. In the earliest rounds of development the single level tests were designed to cover pupils in both key stage 2 and key stage 3, but following the October 2008 announcement, the tests have been limited to key stage 2.
Following the initial cycle of assessment which was developed by QCA, DRAM has developed the subsequent rounds of writing tests for all levels included in the pilot and the reading tests (June 2008 onwards).
More information regarding single level tests is available on the QCDA web site.
Test development and the 11+
Information about the 11+ is available in our 11+ section.
e-assessment
A range of on-screen ‘challenges’ have been developed in English, Maths and Science at Key Stage 1 and Key Stage 2. NFER formative assessment service is a formative e-assessment package which supports teacher assessment, the delivery of Assessing Pupil Progress and identifies areas for further development for individual pupils.
More information about formative assessment service and e-assessment.
International surveys
Information about NFER’s involvement in international surveys is available in our international assessment studies section.